LB 


UC-HBLF. 

I 


$B 


300  7ia 


TEACHING 
IN  THE  ELEMENTARY  SCHOOLS 


CIVICS  AND  CITIZENSHIP 


D.  E.  CLOYD 


Digitized  by  the  Internet  Archive 

in  2008  with  funding  from 

IVIicrosoft  Corporation 


http://www.archive.org/details/civicscitizenshiOOcloyrich 


TEACHING 
IN  THE  ELEMENTARY  SCHOOLS 


A  SERIES  OF  MONOGRAPHS 


Number  1 
CIVICS  AND  CITIZENSHIP 


BY 
DAVID  E.  CLOYD 

Deui  of  the  School  of  Exlucation 
Det  Momes  CoUege,  Det  Moines,  Iowa 


NOVEMBER  1916 
Det  Moines,  Iowa 


Copyrighted  and  Published 

By  the  Author 

Des  Moine^  Iowa 

1916 

40  Pages— 1  copy  15c,     10  copies  or  more,  12  cents  each 


PREFACE. 

The  purpose  of  this  monagraph  is  to  emphasize 
the  importance  of  instruction  in  citizenship  in  the 
elementary  schools.  The  brief  discussions  of  the 
several  phases  of  the  subject  and  of  the  methods 
of  teaching  it  are  sufficient  to  give  the  teacher 
the  modern  social  point  of  view  and  to  awaken  an 
enthusiasm  for  the  subject.  The  course  of  study- 
in  civics  given  at  the  close  of  the  treatise  is  in- 
tended as  a  guide  to  the  teacher  in  the  selection 
of  life-units  for  the  instruction  and  training  of 
the  boys  and  girls  in  active  citizenship.  The 
fundamental  principle  of  co-operation  in  group  life 
for  the  mutual  welfare  of  all  citizens  is  made 
prominent  throughout  the  course. 

The  list  of  references  given  at  the  close  is  de- 
signed to  help  the  teacher  select  one  or  more  books 
adapted  to  this  work. 

November,  1916.  The  Author. 


359438 

Page  Five 


C'JNTENTS. 

Frontispiece,  Little  Citizens  2 

Preface    5 

What  Civics  Is - 7 

Why  Civics  Should  be  Taught 7 

Civics  Instruction  Needed  in  all  Grades 9 

Citizenship — Its   Modern   Meaning 10 

Specific  Aims  in  Teaching  Civics 12 

The  Method  of  Approach  in  the  Teaching  of  Civics 18 

Relation  of  Civics  to  Other  Subjects 19 

The  Place  of  Civics  in  the  Daily  Program ^0 

Motivations  in  Civics  Teaching ^2 

Teaching  Civics  Through  the  Life  of  the  School _ 23 

Teaching  Civics  Through  Local  and  State  Oflacials  and 

Institutions  _ 23 

The  City  as  a  Unit  in  Civics  Teaching, „ 24 

Teaching  Civics   Through   Dramatization ^ 25 

Teaching  Civics  Through  Community  Organizations 26 

Teaching  Civics  Through  Holiday  Celebrations 26 

Teaching  Civics  Through  Juvenile  Leagues —27 

Teaching  Civics  Through  Textbooks „ _... 28 

Course  of  Study  in  Civics  Through  the  Grades — 

First  Grade  31 

Second  Grade  31 

Third  Grade  31 

Fourth  Grade  32 

Fifth  Grade  _ ,..33 

Sixth  Grade 34 

Seventh  Grade  35 

Eighth  Grade  35 

Textbooks   and   Reference   Books   on    Civics    and    Citi- 
zenship  » 36-40 


Page  Six 


CIVICS  AND  CITIZENSHIP. 

What  Civics  Is-  ^'""'^^  '^  *^^  ^''^^^''^  *^^* 

Wtiat  Livics  IS.  teaches  people  how  to  be 

good  citizens  in  group  I'fe,  such  as  the  family,  the 
school,  the  city,  and  the  state.  It  deals  with  such 
topics  as  manners,  obedience,  duty,  industry,  pro- 
tection of  life,  health  and  property,  the  payment 
of  taxes  and  rents,  the  work  of  the  community,  of 
officials,  of  the  courts,  of  legislatures,  congress, 
political  parties,  fraternal  and  patriotic  organiza- 
tions. 

This  subject  places  emphasis  upon  relationships 
between  individuals  in  a  group  and  between 
groups  of  individuals  in  their  efforts  to  deal  with 
and  to  serve  one  another.  In  other  words,  civics 
is  the  subject  that  treats  of  the  co-operative  rela- 
tions of  individuals  and  groups  in  their  attempts 
to  live  and  work  together.  It  pertains  to  the  life 
of  children  as  well  as  to  the  life  of  adults.  For 
these  reasons  it  is  one  of  the  most  important 
school  subjects. 


Why  Civics  Should 
Be  Taught: 


An  examination  of  the 
courses  of  study  in  typical 
schools  throughout  the 
country  reveals  the  fact  that  not  very  much  atten- 
tion is  given  to  this  subject  in  a  serious  or  sys- 
tematic way,  in  the  daily  program  of  the  schools. 
This  is  doubtless  due  to  the  fact  that  in  past  years 
civics  has  been  regarded  as  a  formal  text-book 
subject,  dealing  with  the  machinery  of  govern- 
ment and  suited  only  to  the  upper  grammar 
grades  and  the  high  school,  as  preparation  for 
adult  citizenship.  But  in  recent  years  the  view- 
point has  changed.  The  school  life  is  now  more 
like  life  outside  of  school  in  its  aims,  methods  and 


Page  Seven 


subject  matter.  Society  is  realizing  that  the  ideas 
and  habits  acquired  by  children  do  not  change  ma- 
terially as  they  grow  into  adults.  Hence,  a 
greater  effort  is  being  made  through  the  school 
to  supply  the  children  with  the  ideas  and  the  ac- 
tivities that  result  in  habits  of  conduct  and  habits 
of  service  befitting  a  co-operative  social,  polit- 
ical and  industrial  life.  Children  come  to  under- 
stand the  more  remote  and  more  complex  phases 
of  life  through  an  understanding  of  and  an  inter- 
est in  the  concrete  activities  of  their  daily  human 
relationships.  This  puts  civics,  the  subject  that 
treats  of  these  relationships,  in  the  program  of 
every  grade  of  the  course  of  study.  When  the 
population  was  very  scattered  the  necessity  for 
this  civic  training  was  not  strongly  felt,  but  now 
that  people  are  massing  together  in  villages, 
towns  and*  cities,  and  even  the  rural  settlements 
are  being  brought  into  close  contact  by  telephones, 
postal  service  and  improved  methods  of  transpor- 
tation, the  pressure  for  a  harmonious  and  stimu- 
lating conception  and  control  of  human  relation- 
ships is  growing  greater  day  by  day.  Likewise, 
the  movement  for  equal  suffrage  calls  for  civic 
training  of  the  girls  as  well  as  the  boys,  thus  add- 
ing to  the  importance  of  this  school  subject. 

And  the  ever  increasing  difficulties  of  main- 
taining peaceful  international  relationships  call 
for  a  higher  type  of  world  citizenship  and  a  new 
interpretation  of  patriotism.  Love  of  humanity 
must  transcend  love  of  country  in  this  new  citizen- 
ship, if  the  people  of  the  world  are  to  succeed  in 
living  close  together,  as  the  new  inventions  and  in- 
creasing population  is  placing  them.  A  striking 
illustration  of  this  new  community  life  is  the  rural 
consolidated  school  as  the  center  of  all  phases  of 


Page  Eight 


child  and  adult  life  the  year  around.  Another  il- 
lustration is  the  consolidation  and  federation  of 
churches,  both  at  home  and  in  the  foreign  fields, 
for  the  strengthening  of  the  feeling  of  oneness  of 
human  interests  and  the  breaking  down  of  the 
unreal  and  artificial  differences  between  mankind. 
The  free  public  school  is  the  greatest  institution 
ever  devised  by  society  for  developing  a  demo- 
cratic social  consciousness.  Because  of  its  non- 
partisan, non-sectarian  character  the  school  is  be- 
ing used  more  and  more  to  take  over  the  activi- 
ties of  the  home  and  the  church  and  the  newer 
activities  of  society  as  a  whole.  In  a  large  meas- 
ure the  school  is  a  laboratory  in  which  the  activi- 
ties of  the  community  are  observed,  explained  and 
applied  as  factors  in  the  unfolding  and  developing 
child  life,  not  for  service,  but  in  service.  The 
simple  principles  of  group  life  may  thus  be  un- 
derstood, formulated  and  used  habitually,  and 
consciously  as  guides  in  civic  advancement. 

^.  .      r     .       ,.  The  unbroken  continuity 

Civics  Instruction  « , ,     ^^     ^  . ,     •   j-  -j     i 

Needed  in  All  Grades  •         ^^  ^^^  ^'^^  ^^  ^^^  individual, 

as  such,  and  as  a  member 

of  social  groups  makes  civics  instruction  neces- 
sary in  every  grade  of  the  school  work.  An  anal- 
ogy of  this  is  found  in  the  religious  training  of 
children  in  the  home  and  the  church  where  the 
efforts  of  the  parents  and  religious  teachers  are 
unceasing.  The  child,  as  it  enters  school  and 
passes  from  grade  to  grade,  is  conscious  of  its 
duties  to  others  and  of  its  blessings  from  others. 
It  also  sees  the  necessity  of  modifying  its  habits 
and  notions  regarding  right  and  wrong  as  its  in- 
terests and  relationships  widen.  In  these  newer 
and  richer  experiences  he  needs  not  only  the  en- 
vironment that  calls  forth  and  necessitates  the 


Page  Nine 


changes,  but  also  the  sympathetic  and  intelligent 
guidance  of  those  directing  his  fuller  training. 
The  gradation  in  the  child's  development  is  par- 
alleled by  the  grades  in  the  school  and  should  be 
met  grade  by  grade  with  more  intensive  study  of 
the  lessons  begun  in  the  lower  grades  and  also 
with  new  interests.  Learning  from  environment 
is  not  enough,  the  teacher  must  help  the  child  to 
organize  its  reactions  upon  this  environment  so 
as  to  make  more  certain  a  wholesome  interest  and 
a  social  attitude.  The  gradation  of  the  work  in 
classes  from  primary  to  the  higher  grades  should 
be  from  an  observation  of  the  services  rendered 
by  one  individual  to  another,  upward  through  the 
social  groups  and  institutions  to  the  machinery  of 
government  as  a  means  of  conducting,  controling 
and  advancing  all  individual  and  social  activities. 
At  every  step  emphasis  must  be  put  upon  helpful 
human  service,  as  the  fundamental  principle  of 
true  citizenship. 

Citizenship— Its  ^^  indicated  above,  a  new 

Modern  Meaning:  conception  prevails  today  of 

the  citizen  and  citizenship. 
The  narrowness  of  the  Greek  city-state  is  deep- 
buried  in  the  past;  the  suzerainty  of  the  Roman 
Government  was  razed  to  the  ground  by  the  viril- 
ity of  the  Teutons;  the  divinely  appointed  king 
ruling  over  the  rest  of  us  as  subjects  now  sleeps 
peacefully;  lords  and  serfs  today  dine  together; 
capitalists  and  laborers  look  for  protection  to  the 
same  courts ;  rival  nations  are  dreaming  of  a  uni- 
versal board  of  arbitration;  one  language, 
through  trained  interpreters,  tells  these  tales  of 
progress  the  world  around;  eight  minutes  on  the 
wires,  by  relays,  encircles  the  earth  with  a  mes- 
sage of  man's  triumph. 


Page  Ten 


These  changed  conditions  make  a  new  world 
and  necessitate  a  new  type  of  citizenship.  The 
nations  of  the  earth  are  closer  together  today 
than  the  Greek  States  were  two  thousand  years 
ago.  All  kind  of  commercial,  political  and  social 
relations  among  the  nations  makes  each  nation 
dependent  upon  each  other  nation.  These  ties 
call  for  a  citizenship  and  patriotism  free  from 
race  antagonisms  and  illumined  with  the  spirit  of 
human  service. 

The  means  of  education  have  so  multiplied 
through  books,  schools  and  the  press  that  the  peo- 
ple of  the  world  can  no  longer  be  kept  in  ignor- 
ance of  what  the  world  offers  to  the  enlightened. 

Every  citizen  of  a  free  country  aspires  to  read 
and  think  for  himself,  to  vote  and  to  have  a  voice 
in  shaping  every  institution  of  society. 

We  are  fed,  clothed,  and  entertained  from  every 
land  and  every  clime  and  we  traverse  the  world 
over  for  pleasure,  knowledge  and  wealth.  All  of 
these  privileges  and  blessings  are  brought  to  our 
homes  and  shared  with  our  children.  The  lives 
of  children  and  adults  day  by  day  are  enriched 
from  the  treasure-stores  of  the  world.  The  morn- 
ing, noon,  and  evening  press  tells  us  of  the  strug- 
gles, conquests,  sorrows,  and  joys  of  mankind 
everywhere.  The  new  citizenship  means  a  prepa-  ^' 
ration  for  the  understanding  and  appreciation  of 
this  complex  and  rich  world-life.  The  leading  na- 
tions are  all  engaged  in  this  progressive  develop- 
ment of  civilization.  The  echoes  of  war  are  but 
accidents  in  this  forward  march  of  humanity. 
The  peoples  of  the  world  understand  each  other 
better  and  are  more  deeply  concerned  with  their 
mutual  welfare  than  ever  before.  The  proper  ed- 
ucation of  our  children  for  the  further  develop- 


Page  Eleven 


ment  of  this  spirit  and  work  is  the  most  vital 

cause  in  which  society  can  engage. 

CY       'j:-     A  •       •  Civics  is  as  rich  in  spe- 

Specific  Aims  in  -r,       •  .  ,. 

rn      /.       ^.  .  cmc  aims  as  is  any  other 

Teaching  Civics:  u-    j.     ^  xi  •     i 

subject  of  the  curriculum. 

These  aims  are  even  more  vital  in  the  development 
of  real  men  and  women  than  are  the  aims  of 
other  subjects.  In  fact,  the  highest  aims  of  all 
the  subjects  of  the  curriculum  are  the  ones  whose 
blossom  and  fruitage  is  citizenship. 

1.  Reverence  for  the  home  is  fundamental  in 
the  training  of  children. 

The  ceaseless  grind  of  the  unhallowed  divorce 
courts  attests  this  need.  The  family  and  the  home 
of  the  family  is  the  unit  for  civilization.  No  vir- 
tue is  needed,  or  in  fact  can  be,  in  any  other  so- 
cial, political,  or  industrial  group  that  is  not  es- 
sential to  a  pure  and  efficient  home.  Patience, 
sympathy,  duty,  service,  obedience,  honesty, 
truthfulness,  courage,  fortitude,  industry,  sacri- 
fice, forgiveness,  purity, — are  not  all  of  these  the 
virtues  of  a  righteous  home?  Do  all  children  re- 
ceive sufficient  training  in  these  virtues  in  their 
home?  The  first  duty  of  the  school  is  to  supple- 
ment the  work  of  the  home  in  developing  in  the 
children  the  habits  and  attitudes  which  underlie 
the  character  of  a  true  citizen.  Children  not 
reared  in  a  spirit  of  reverence  for  the  home — the 
institution  that  brought  them  into  existence — are 
but  poorly  equipped  to  enter  into  the  broader  re- 
lationships of  life  in  which  the  home  is  but  a  unit. 
Virtues  are  not  acquired  by  merely  passing  over 
the  boundary  line  from  one  institution  into  an- 
other— they  must  become  bone  and  sinew  of  the 
individual. 


Page  Twelve 


2.  Learning  to  share  with  one  another  our 
blessings  is  an  aim  in  citizenship. 

The  child  needs  to  learn  early  and  well  the  les- 
son that  no  one  can  live  his  life  alone  and  that  he 
enjoys  no  blessing  to  which  others  have  not  made 
a  contribution.  The  home  is  protected  from  fire 
and  from  the  robber  by  the  organized  service  of 
the  individuals  of  society.  The  school  that  the 
child  attends  is  maintained  by  a  common  tax. 
Likewise  the  church,  the  library,  the  parks,  the 
roads — these  are  made  possible  by  a  sharing  of 
service.  The  good  citizen  makes  his  contribution 
to  the  common  welfare.  More  and  more  society 
is  expecting  this  mutual  service  from  her  mem- 
bers— both  from  the  poor  and  from  the  rich.  The 
idea  today  is  that  the  good  citizen  is  the  one  who 
holds  an  opportunity  or  wealth  only  as  a  trustee 
to  use  it  for  the  common  good.  He  is  not  a  para- 
site, living  without  working,  but  is  a  producer  of 
wealth;  he  is  not  a  miser,  hoarding  his  income, 
but  is  a  distributor  of  his  goods.  With  this  point  ' 
of  view,  that  individual  or  that  nation  which  cre- 
a4:es  and  distributes  the  most  to  the  peoples  of  the 
world  is  the  best  and  greatest  in  citizenship.  The 
school  in  all  of  its  teachings  and  activities  should 
give  the  children  this  point  of  view.  This  is  the 
thought  in  the  Preamble  to  our  Constitution,  "to 
promote  the  common  welfare  and  to  secure  the 
blessings  of  liberty  to  ourselves  and  to  our  pos- 
terity.^' 

The  child  in  its  simplicity  will  catch  this  spirit 
if  it  is  the  tone  and  the  teaching  of  the  home  and 
the  school. 

3.  Citizens  should  be  able  to  make  the  wisest 
selections  of  vocations,  and  should  see,  appreci- 
ate, and  do  what  society  needs. 

At  this  point  the  present-day  training  for  cit- 


Page  Thirteen 


izenship  is  weak.  But  little  is  being  done  system- 
atically to  help  the  boys  and  girls  to  discover  what 
they  are  best  fitted  to  do  and  to  help  them  to  ana- 
lyze the  needs  of  society  in  the  various  industries 
and  professions.  And  society  is  not  doing  enough 
in  an  unselfish  way  to  aid  young  people  in  enter- 
ing upon  their  vocations  with  assurance  of  suc- 
cess. It  is  reliably  stated  that  only  about  one- 
fifth  of  our  people  are  successful  financially.  This 
means  a  large  percentage  of  dissatisfied  and  in- 
efficient people — a  type  of  citizenship  that  creates 
problems  difficult  to  solve.  To  admit  that  this 
condition  cannot  be  remedied  is  to  place  a  low  es- 
timate upon  the  business  ability  of  humanity  and 
a  low  estimate  upon  the  ability  of  the  one-fifth  as 
teachers  of  the  four-fifths.  If  it  is  possible  to 
turn  the  millions  consumed  in  war  and  other  non- 
productive enterprises  into  helping  the  young  to 
choose  the  right  vocation  and  to  get  started  right 
in  it,  thereby  many  of  the  social  problems  would 
be  solved.  Several  of  the  leading  countries  and 
many  cities  in  the  United  States  are  doing  val- 
uable work  in  vocational  directing.  But  the  work 
is  in  its  infancy.  The  goal  in  citizenship  should 
be,  every  citizen  at  the  work  for  which  he  is  best 
fitted  and  meeting  with  success  in  that  work.  If 
this  directing  is  to  be  done  through  the  school, 
then  this  means  that  the  school  is  to  be  the  very 
center  and  heart-beat  of  our  nation.  The  work  is 
too  big  for  an  individual  or  for  private  enterprise, 
it  must  be  done  by  society  as  a  whole  through  a 
universal  institution.  We  have  but  one  such  in- 
stitution and  that  is  the  school.  A  sad  refrain  is 
heard  on  every  hand,  "If  I  had  only  known  what 
to  go  at  when  I  was  a  boy."  If  society  can  remedy 
this  condition  through  the  right  kind  of  education 


Page  Fourteen 


and  direction  of  her  youth,  alms  houses,  jails,  and 
penitentiaries  will  close  automatically.  A  large 
percentage  of  lawyers,  doctors  and  promoters 
might,  with  profit  to  society,  be  turned  into  voca- 
tional directors  for  the  young. 

4.    Citizens  should  protect  their  nation,  but  not 
destroy  others. 

The  policy  of  live  and  let  live,  applied  to  the 
individuals  in  our  home,  should  be  applicable,  in 
the  same  sense  and  equally  so,  to  the  nations  of 
the  earth.    It  will  be  so  if  the  human  conscious- 
ness ever  expands  sufficiently  to  grasp  the  idea 
of  world  citizenship.    If  our  youth  grow  up  with 
the  idea  that  it  is  only  the  best  to  which  they  are 
to  be  true  and  that  imaginary  geographical  boun- 
dary lines  do  not  sever  truth  and  human  interests, 
then  the  love  of  one's  country  will  not  be  despoiled 
by  the  hatred  of  other  nations.    The  doctrine  of 
"My  Country,  right  or  wrong,"  has  no  place  in 
the  schools  of  a  Christian  Democracy.    The  citi- 
zens of  any  country  should  be  prepared — abun- 
dantly prepared  for  defence  against  any  foe,  but 
the  bulwarks  of  their  defence  should  be  the  vir- 
tues of  a  righteous  nation.    These  may  justly  be 
manned  by  guns  and  trained  soldiers.    Any  other 
means  of  national  defence  is  but  for  a  day.    When 
a  citizen  of  one  country  sees  justice  in  the  claim 
of  a  citizen  of  another  country"  then  he  must  be- 
come the  protector  of  his  fellow  citizen.    It  is  in 
this  sense  that  citizenship  transcends  boundary 
lines  and  nations  are  kept  at  peace. 

The  child  can  understand  this  principle  in  his 
school  and  community  relationships,  if  he  be 
guided  by  one  who  sees  the  end  of  it  all. 

5.  Citizens  should  understand  and  know  how 
to  enjoy  the  best  in  work  and  leisure. 

The  riches  of  a  civilization  are   of   no   conse- 


Page  Fifteen 


quence  except  as  they  are  understood  and  used. 
The  wealth  of  literature,  art  and  science  are  like 
the  mines  in  the  earth  until  revealed  to  the  minds 
of  men.  The  contributions  made  by  the  earlier 
peoples  make  life  richer  both  in  service  and  en- 
joyment if  properly  interpreted.  We  need  to 
know  how  other  people  have  lived,  thought,  and 
governed  themselves  in  order  to  fully  appreciate 
our  own  conditions  and  to  know  whether  to  repeat 
or  to  avoid  their  manner  of  life.  This  is  a  duty 
of  an  intelligent  citizen. 

Likewise  a  helpful  use  of  leisure  hours  calls  for 
a  wide  knowledge  and  careful  training.  The  lack 
of  this  fills  the  gambling  hall,  the  saloon,  the  loaf- 
ing dens  with  aimless,  disintegrating  characters. 
The  remedy  lies  in  appreciation  of  literature,  art, 
music,  healthful  games,  social  amusements,  mov- 
ing-pictures, public  parks.  The  schools  are  de- 
veloping these  activities  very  extensively  and  so- 
ciety is  realizing  the  value  of  it  as  redeeming  and 
preventive  factors  in  education.  Such  work  is  em- 
phasizing the  fact  that  training  for  citizenship  is 
much  more  than  mere  preparation  to  vote  and  to 
make  laws.  An  intelligent  laborer  in  a  wisely 
chosen  vocation  with  wholesome  leisure  hours  is 
the  highest  product  of  any  civilization. 

6.  The  practice  of  civic  virtues  and  the  appre- 
ciation of  rights  and  duties  is  a  constant  aim  of 
all  instruction  in  civics. 

It  Is  the  individual  in  service,  with  a  happy 
heart  and  a  moral  will,  guided  by  a  social  con- 
science, that  is  the  aim  today  of  all  educational  re- 
formers. The  child  must  learn  that  his  right  to 
life,  liberty,  property,  and  joy  is  coupled  with  a 
duty  to  secure  and  preserve  the  same  right  to 
every  other  individual.     The  home,  school,  and 


Page  Sixteen 


community  are  full  of  opportunities  and  necessi- 
ties for  the  practice  of  this  virtue.  In  these 
phases  of  group  life,  in  which  the  child  is  partici- 
pating, example  counts  for  more  than  precept. 
Here  the  habit  is  formed  that  makes  a  good  cit- 
izen. 

7.  Knowledge  of  the  organization  and  adminis- 
tration of  the  machinery  of  the  government  is 
necessary  for  the  fullest  conception  of  the  func- 
tions of  its  several  parts. 

The  machinery  of  government  is  of  no  value 
aside  from  what  it  does  for  society.  The  citizen 
needs  to  know  this  machinery  so  that  he  may  use 
it  to  bring  to  pass  desired  social  results.  He 
should  be  taught  to  think  of  it  not  as  something 
either  sacred  or  static,  but  as  something  that  can 
and  must  change  as  human  needs  change.  In  this 
regard  only  must  the  citizen  respect  government, 
officials,  laws,  and  courts.  Good  citizens  make 
good  government. 

8.  A  supreme  aim  in  the  teaching  of  civics  is 
to  prepare  citizens  to  meet  and  destroy  the  efforts 
of  organized  vice. 

On  every  hand,  in  life  about  us,  is  found  organ- 
ized vice,  luring  our  boys  and  girls  and  adult  cit- 
izens away  from  the  path  of  righteousness.  Il- 
lustrations are  the  saloon,  the  gambling  dens,  the 
traffic  in  women,  the  corrupt  methods  in  business. 
All  of  these  activities  are  conducted  by  our  fellow- 
men  through  organizations  and  methods  that  en- 
gage the  keenest  intellects  guided  by  depraved 
motives  and  wrecked  moral  wills.  A  knowledge 
of  the  nature  of  the  methods  and  of  the  blighting 
results  of  these  institutions  of  vice  is  necessary 
for  our  better  citizens  who  would  eliminate  them 
from  civilization.    It  is  this  kind  of  preparedness 


Page  Seventeen 


that  the  schools  the  world  over  should  be  giving 
rather  than  that  of  military  prearedness.  This 
work  today  is  too  largely  of  the  form  of  adult  re- 
sistance to  the  enemy  of  vice  that  has  been  sys- 
tematically bred  and  nourished  in  our  own  home- 
land. A  people  will  far  more  quickly  recover 
from  the  devastation  of  war  than  from  the  devas- 
tation of  vice.  The  home  and  the  school  should  be 
the  point  of  attack  while  the  present  righteous 
population  stands  guard. 

mi     n/r  J.1    J    £  A             1.  The  true  idea  of  govern- 

The  Method  of  Approach  i.  -    i..    .     n               4.. 

.    ^7     m      T--        X  ment  IS  that  of  co-operation 

'^  «fe^  reacAtn^  of  j^^  ^^^^^j  ^^^^^^^     ^j^jj_ 

dren  early  appreciate  what 
is  done  for  them  and  learn  to  enjoy  doing  things 
for  others.  It  is  in  these  experiences  that  the 
teaching  of  civics  has  its  beginnings.  In  other 
words,  it  is  through  the  functions  of  the  govern- 
ment and  not  through  the  machinery  of  govern- 
ment that  the  child  learns  how  to  behave,  how  to 
obey,  serve  and  respect  the  individuals  and  insti- 
tutions of  society. 

The  interests  aroused  in  the  small  group — ^the 
home,  school,  church  and  community — widen  out 
gradually  into  the  interests  of  the  larger  group — 
the  city,  state,  and  nation.  This  method  of  ap- 
proach naturally  gives  civics  a  place  by  the  side 
of  other  subjects  from  the  first  grade  on  through 
the  entire  course  of  school  work. 

The  formal  study  of  text-books  on  the  machin- 
ery of  government  has  not  appealed  to  the  inter- 
ests of  children  and  has  not  resulted  in  the  awak- 
ening of  a  social  consciousness.  Children  love  ac- 
tion and  are  interested  in  its  results  This  is  the 
key  to  success  in  civics  instruction.  Every  local 
unit  in  group  life  is  the  proper  text  book  for  this 


Page  Eighteen 


work.    Such  units  are  (1)  the  fire  department  for 

protection,  (2)  the  police  for  safety  of  property 

and  life,  (3)  the  hospitals  for  the  care  of  the  sick, 

(4)  the  streets  and  roads  for  service,  (5)  taxes 

and  rents  for  the  use  of  property,  (6)  home  and 

school  government,  and  the  many  more  units  that 

these  suggest.    The  study  of  these  life-units  gives 

a  simplicity  to  the  teaching  of  civics  that  keeps  it 

within  the  range  of  the  child's  experiences  and 

keeps  him  interested  in  good  government  as  it 

touches  his  own  life. 

This  type  of  concrete  work  will  be  of  great  value 

to  the  pupil  that  drops  out  of  school  along  the 

way  and  so  never  reaches  the  higher  grades  and 

the  study  of  formal  text-books  on  civics. 

n  ,  ..        £  ri'  '  Civics    gleans    from    all 

Relation  of  Civics  ,,  i_.    i.     xi      ^ 

.    ^..       o  T.  •    J.  other  subjects  the  lessons 

to  Other  Subjects,  ^^    .  .      i_    i  -u        u       j. 

that  teach  children  how  to 

live.  Civics  furnishes  motivation  for  all  other 
subjects.  The  child  studies  history,  geography 
and  other  subjects  because  they  interest  him  in 
his  growth  as  an  individual  and  as  a  member  of 
the  group.  In  history  he  learns  what  men  have 
done,  how  they  have  done  it,  what  mistakes  they 
have  made,  where  they  have  advanced  and  where 
they  have  hindered  human  welfare.  In  geography 
he  learns  how  people  have  used  the  earth  to  make 
it  feed,  clothe  and  shelter  man.  In  language  and 
grammar  he  learns  how  individuals  communicate 
with  one  another  for  their  pleasure  and  advance- 
ment. So  it  is  with  all  other  school  subjects,  the 
center  of  their  interests  is  life  more  abundant. 
In  the  furthering  of  all  of  these  human  interests, 
the  practice  of  social  virtues,  the  observance  of 
rules,  regulations  and  laws,  the  recognition  of 
inter-state   and   international   rights   are   every- 


Page  Nineteen 


where  apparent.  Learning  to  read  is  for  the  dou- 
ble purpose  of  finding  information  and  joy — both 
necessary  for  an  efficient  citizen.  Hence,  it  is 
easy  and  advisable  to  teach  civics  in  connection 
with  and  as  a  part  of  all  subjects  in  the  curricu- 
lum. But  it  is  also  necessary  to  group  together 
the  lessons  and  principles  of  civics  as  they  are  un- 
folded in  daily  life  and  in  the  study  of  the  sub- 
jects of  the  school  curriculum  and  make  these  les- 
sons the  objects  of  conscious  observation  and 
study.  In  other  words,  civics  has  a  content  of  its 
own  that  is  both  interesting  and  invaluable  and 
which  calls  for  a  separate  and  continuous  treat- 
ment in  the  daily  program  of  the  school.  It  is 
rich  in  its  significance  because  it  constitutes  the 
vitalizing  motive  of  all  school  subjects. 

rm     m         x  n-  •      •  The    importance    of   the 

The  Place  of  Civics  m         ,  ^    •  •     •    xi     j  -i 

.,     ri   -7     r»  lessons  of  CIVICS  m  the  daily 

the  Daily  Program,  ,.„      ^  . ,       ,  .,,      ,  "^ 

life  of  the  child,  at  every 

stage  of  its  development  and  in  every  human  re- 
lationship, justifies  giving  this  subject  a  place  of 
its  own  in  the  regular  program  throughout  all  of 
the  grades  of  the  school.  It  is  so  recognized  in 
many  of  the  best  schools  in  the  United  States  and 
foreign  countries.  In  some  schools,  however, 
some  of  the  topics  necessary  for  training  in 
citizenship  are  grouped  under  the  subject  of 
ethics.  This  seems  to  be  a  needless  division  of 
subject  matter  and  results  in  a  confusion  of  em- 
phasis. The  better  plan  is  to  keep  the  instruction 
closely,  but  broadly  organized  under  the  one  sub- 
ject of  civics  and  citizenship.  For  instance,  the 
subject  of  right  and  duty  is  just  as  appropriately 
called  civics  as  ethics  and  has  a  more  significant 
me'aning  in  the  term  of  citizenship,  if  so  desig- 
nated. 


Page  Twenty 


Viewing  the  subject  of  civics  thus  broadly,  as 
including  all  conduct  of  the  individual  and  the 
group,  we  see  clearly  the  necessity  for  daily  at- 
tention not  only  to  the  practice  of  civic  virtues, 
but  to  the  interpretation,  appreciation  and  organ- 
ization of  the  principles  of  moral  and  civic  life. 

In  the  'primary  grades  this  work  should  be  in 
the  form  of  heart-to-heart  talks  with  the  chil- 
dren a  few  minutes  per  day,  two  or  three  times 
per  week,  as  the  opportunities  are  offered  in  con- 
nection with  the  school  activities,  with  the  read- 
ing and  language  lessons  and  with  the  home  and 
community  relations. 

In  the  intermediate  and  grammar  grades  a  reg- 
ular place  on  the  program  should  be  given  two  or 
three  days  per  week  for  a  careful  consideration  of 
civic  problems  through  boys'  and  girls'  club  work 
and  the  various  organizations  for  community  life. 
The  teacher  can  find  much  help  in  the  organiza- 
tion of  this  material  in  the  many  elementary 
books  and  articles  in  educational  papers  that  are 
appearing  in  the  last  few  years  on  the  subject  of 
civics  and  citizenship.  In  the  upper  grades  a  sim- 
ple text,  placing  the  emphasis  upon  the  function- 
ing of  government,  should  be  used  by  the  pupil, 
in  daily  study. 

In  the  eighth  grade  a  careful  organization  of 
the  principles  of  conduct  and  government  should 
be  made  around  the  machinery  of  government 
that  the  state  uses  to  direct  and  control  the  life  of 
its  citizens.  This  last  course  would  necessitate 
the  use  of  a  good  text-book  and  it  should  be  closely 
related  to  the  final  survey  made  in  this  grade  of 
the  history  of  the  United  States. 

Such  a  course  of  instruction  will  tend  to  fill  so- 
ciety with  individuals  who  know  how  to  and  have 


Page  Ttventy-one 


the  habit  of  governing  themselves  and  who  have 
the  knowledge  and  habit  of  co-operation  with 
others  in  government.  Legislation  will  then  tend 
more  and  more  to  place  its  emphasis  upon  pro- 
viding the  means  of  correct  and  universal  educa- 
tion and  likewise  the  courts  and  federal  institu- 
tions will  grow  less  and  less  in  prominence  and 
consequence. 

,,,...         .  On  the  basis  of  the  child's 

Motivations  m  4.      i  •        i     4.    t  j 

^.  .     rr,      7  •  natural  impulse  to  live  and 

Civics  Teaching,  .      ,  ,,  . 

to  do   something  civics  is 

one  of  the  richest  subjects  in  its  appeal  to  and 
satisfaction  of  his  interests,  desires  and  aims. 
The  satisfaction  found  in  agreeable,  harmonious, 
and  helpful  relationships  with  his  fellows  is  se- 
cured through  the  observance  of  regulations  and 
principles  that  control  group  life.  The  child  de- 
sires the  approval  of  parent  and  teacher,  hence 
he  obeys.  He  desires  protection,  hence  he  pays 
his  share  of  the  necessary  expense.  He  desires 
the  use  of  the  public  highway,  hence  he  observes 
the  laws  governing  it.  He  desires  to  travel  abroad 
or  to  trade  with  other  nations,  hence  he  acquaints 
himself  with  the  customs  and  laws  of  those  na- 
tions. In  all  of  these  human  relationships  he  is 
a  participant  and  therefore  interested,  and  con- 
cerned with  the  results.  He  has  these  experiences 
in  a  concrete  way  in  the  groups  to  which  he  be- 
longs, thus  satisfying  his  immediate  interests  or 
motives.  The  alert  and  resourceful  teacher  finds 
an  abundance  of  ways  in  which  to  stir  the  child's 
imagination  for  the  use  of  these  present  experi- 
ences in  his  preparation  for  the  future  or  more 
remote  aims  of  adult  life. 


Page  Twenty-two 


Teaching  Civics  Through 
the  Life  of  the  School: 


The  school  itself  is  a  rich 
civics  laboratory  where 
every  child  is  participating 
in  the  exercises  and  the  teacher  is  creating  the 
environment  and  conditions  favorable  to  results. 
The  child  desires  liberty  and  is  taught  that  he 
finds  it  most  where  order  and  obedience  abounds. 
He  learns  that  industry  brings  the  best  rewards. 
He  learns  to  appreciate  good  roads  and  courteous 
treatment  on  the  way  to  and  from  school.  In  the 
various  forms  of  pupil  government,  the  class  so- 
cities,  literary  societies,  athletic  teams,  he  learns 
to  co-operate,  obey  and  rule.  Through  the  indus- 
trial activities  of  the  school,  such  as  the  manual 
training,  cooking  and  sewing,  he  learns  how  the 
school  is  served  by  other  institutions  in  supplying 
needed  materials.  Through  the  school  savings 
bank,  he  learns  how  to  co-operate  with  society  in 
the  care  and  use  of  wealth.  In  the  use  and  care  of 
his  books  and  school  property  he  learns  the  val- 
uable lessons  of  the  use  and  care  of  public  and 
private  property.  In  his  relation  to  the  school 
board,  the  attendance  officer,  medical  director, 
school  nurse,  and  play  ground  officials  he  is  broad- 
ened and  enriched  in  his  civic  experiences  and 
fitted  for  the  wider  life  outside  of  the  school.  Like- 
wise, his  imagination  is  awakened  by  the  study 
of  the  deeds  of  men  in  history.  The  proper  util- 
ization of  this  life  of  the  school  is  the  richest  of 
all  civic  instruction. 

rr      1.'      n-  '     rri,         I,  The  school  children  are 

Teaching  Civics  Through  •  .  j      -^.11      ^     r^ 

T       7     \i  dj.  J.    r\^  '  1  acquainted  with  local  offi- 

Local  and  State  Officials  •  i          ,               -, 

,  r     ...   ..  cials,  such  as  road  commis- 

and  Institutions:  .              .„ 

sioners,  village  or  city  coun- 

cilmen,  mayor,  policemen,  justice  of  the  peace,  as- 
sessors, the  county  superintendent  of  schools,  mail 


Page  Twenty-three 


carriers  and  postal  clerks.  The  work  of  these  of- 
ficials, the  children  can  understand  and  appreci- 
ate because  it  contributes  to  their  daily  life.  They 
will  be  interested  in  studying  the  method  of  elec- 
tion or  appointment  and  control  of  these  officials. 
The  greater  part  of  the  information  needed  for 
this  work  can  be  obtained  by  the  children  from 
their  parents  and  friends,  thus  co-ordinating  the 
school  and  community  interests.  The  study  of  the 
work  of  these  officials  and  institutions  should  be 
approached  through  concrete  problems,  such  as 
getting  money  for  public  work,  keeping  the  roads 
in  order,  adjusting  troubles  between  individuals, 
sending  and  receiving  mail.  In  finding  the  solu- 
tion to  these  problems  the  children  receive  the  de- 
sired information  and  training  in  citizenship. 

The  City  as  a  Unit  in  ^^^  ^^^^^  development  of 

^ .  .      rr      1,  •  cities  and  the  great  extent 

Civics  Teaching:  ^      i  .  i  u  xi     ^        j  i 

to  which  both  city  and  rural 

life  is  controlled  by  the  social  and  political  organ- 
izations of  the  city  makes  the  city  a  very  impor- 
tant unit  of  civic  study.  The  city  government  in 
all  of  its  phases  touches  not  only  the  life  in  the 
home,  but  is  in  every  essential  respect  like  the 
government  of  the  state  and  the  nation.  It  is  of 
greater  consequence  to  the  majority  of  citizens 
because  of  the  more  intimate  relations  they  main- 
tain with  the  city.  And  because  of  this  closer  in- 
timacy, the  problems  of  social  need  and  control 
are  more  concrete  and  therefore  more  readily  un- 
derstood and  appreciated.  Every  municipal  in- 
stitution and  plant  may  be  seen  at  its  work  and  a 
first-hand  study  made  of  its  contribution  to  the 
individuals  and  home  of  the  city. 

Such  problems  as  the  following  open  up  the 
study  of  the  entire  life  of  the  city:   (1)  The  in- 


Page  Twenty-four 


spection  and  care  of  food,  (2)  the  supply  and  cost 
of  water,  (3)  the  paving  and  care  of  streets  and 
roads,  (4)  the  construction  of  public  utilities,  (5) 
the  provision  for  education,  amusement  and  leis- 
ure, (6)  the  care  of  the  poor,  the  sick,  and  the 
aged,  (7)  the  election,  duties  and  pay  of  officials, 
(8)  the  work  of  churches  and  fraternal  organiza- 
tions, (9)  the  closing  of  saloons  and  dens  of  vice. 
This  life-like  work  through  the  school  gives  the 
pupils  a  feeling  of  ownership  in  the  life  of  the  city, 
and  therefore  a  feeling  of  personal  responsibility 
for  its  proper  care.  This  consciousness  of  respon- 
sibility for  good  government  is  one  of  our  great- 
est social  needs.  It  can  never  be  developed 
through  text-book  study,  but  must  come  through 
actual  participation  in  civic  life. 

7,      ,.      ^.   .  Children  enjoy  the  activi- 

Teachmg  Civics  ..       .       ,  ...         ,,    . 

mi         ^  n  ±'    J.'  ties  m    dramatizing    their 

Through  Dramatization:         ,11  j 

school  lessons  and  so  re- 
ceive more  good  from  the  instruction  and  drill 
given  them.  Much  of  the  work  in  civics  can  be 
made  life-like  through  dramatization.  For  in- 
stance, a  number  of  the  pupils  may  represent  the 
school  board,  and  others,  representing  parents  or 
agents,  may  appear  before  the  board  in  session, 
on  certain  business  relations  pertaining  to  the 
school.  In  this  way  the  pupil  may  learn  of  the 
duties  of  the  board  and  of  their  methods  of  doing 
business.  In  a  similar  way  the  pupils  may  drama- 
tize the  work  of  the  city  council,  the  justice 
courts,  the  directors  of  a  bank,  the  health  depart- 
ment, etc.  Having  to  discharge  the  duties  of  the 
members  of  these  bodies  the  pupils  take  more  in- 
terest and  care  in  posting  themselves  regarding 
these  duties.  As  a  means  of  enriching  this  work 
visits  should  be  made  to  see  some  of  these  bodies 


Page  Twenty-five 


in  session.    In  each  of  the  play-sessions  with  the 

pupils  a  real  problem  in  government  should  be 

the  subject  for  consideration. 

m      -u-      n-  '     mv.         i.  The  most  vital  training 

Teaching  Civics  Through  .      ...        ...j      -u- 

^              '.     ^         .  m  citizenship  today  is  being 

Community  Organiza-  .         ,,          ^    J.^            • 

...  given  through  the  various 

forms  of  community  organ- 
izations in  which  all  members  of  society  are  par- 
ticipating. Illustrations  of  these  organizations 
are  the  Parent-Teachers'  Associations,  the  Farm- 
ers' Clubs,  the  Chamber  of  Commerce,  the  Church 
Leagues,  the  Women's  Clubs,  the  Christian  Asso- 
ciations. All  of  these  organizations  are  voluntary 
and  exist  for  civic  and  religious  improvement 
without  pay  or  legal  coercion.  The  nature  and 
motive  of  these  organizations  place  them  on  a  high 
civic  plane,  making  them  worthy  of  observation 
and  study  by  the  school  children.  Branches  of 
many  of  these  organizations  exist  for  children  so 
that  they  as  members  may  actually  participate  in 
the  same  character  of  civic  work.  These  organ- 
izations exist  primarily  for  the  purpose  of  awak- 
ening, developing  and  fostering  high  ideals  and 
practices  of  civic  virtues.  They  are  the  forerun- 
ners of  good  laws  and  law  enforcement.  They 
are  the  foundations  and  strength  of  good  schools, 
righteous  homes,  and  spiritual  churches.  It  is 
through  these  organizations  that  the  members  of 
a  community  come  to  know,  love,  and  co-operate 
with  one  another  in  the  work  of  citizens. 

Teaching  Civics  Through    ,  ^l'^^.^^  celebrations  have 
Holiday  Celebrations:         ff  f  ^'^  pnmary  purpose 

the  deepening  m  the  mmds 
of  our  children  their  appreciation  of  the  past  he- 
roes and  events  that  have  given  to  us  our  coun- 
try and  its  blessings.    These  celebrations,  by  their 


Page  Twenty -six 


concrete  and  dramatic  method,  stir  the  imagina- 
tions of  our  children  to  a  fuller  understanding  of 
the  worth  of  these  historic  personages  and 
achievements  as  means  of  securing  the  same  high 
type  of  life  today.  These  appeals  to  the  imagina- 
tion and  the  emotions  result  in  a  type  of  patriot- 
ism and  an,  impulse  to  civic  service  that  is  of 
great  value  in  the  trials  and  tests  that  come  to 
our  citizens  in  critical  moments  of  national  life. 
Such  lessons  magnify  the  ideals  of  citizenship  to- 
ward which  all  civic  instruction  tends  and  en- 
riches the  aesthetic  joy  which  comes  from  a 
knowledge  of  the  beauty  of  unselfish  human  serv- 
ice. Such  days  as  Christmas,  Thanksgiving,  Me- 
morial Day,  Washington's  Birthday,  Fourth  of 
July,  and  many  others,  are  centers  around  which 
rich  historic  memories  cluster  that  should  never 
die  in  the  consciousness  of  our  nation.  Good  cit- 
izens love  these  days  and  our  schools  do  well  to 
help  to  perpetuate  them.  All  peoples  and  nations 
have  their  festal  days.  The  programs  for  these 
celebrations  should  bring  out  clearly  and  simply 
the  true  values  of  the  contributions  made  by  the 
historic  heroes  and  events  and  not  permit  these 
values  to  be  overshadowed  by  the  sensational  and 
transient  features  of  the  ceremonies.  These  ex- 
ercises offer  excellent  opportunities  for  interest- 
ing the  adult  citizens  in  the  work  of  the  schools 
as  well  as  interesting  the  children  in  the  work  be- 
yond the  school. 

/IT      7  •      r^'  '     rrn,         I.  The  theory  that  the  child 

Teaching  Civics  Through  ....... 

.,     ^  IS  father  to  the  man  is  rec- 

Juvenile  Leagues:  •    j    •      j.i         i            j 

^  ognized    m   the    plan    and 

work  of  the  many  Junior  Civic  Leagues  through- 
out our  country.  Some  of  these,  such  as  the  Boy 
Scout  Movement  and  the  Camp  Fire  Girls,  have 


Page  Twenty-seven 


reached  great  proportions  as  national  organiza- 
tions. Their  supreme  purpose  is  a  clean,  happy, 
useful  citizen.  The  churches,  likewise,  have  the 
King's  Daughters  and  various  Guilds  for  their 
young  people  in  civic  and  religious  work.  In  some 
cities  there  are  also  Junior  Civic  and  Industrial 
Leagues  working  as  branches  to  the  Commercial 
Clubs  to  train  the  boys  and  girls  to  know,  to  ap- 
preciate and  to  serve  in  the  industrial  life  of  the 
cities.  The  far-reaching  significance  of  this  work 
among  the  young  cannot  be  better  expressed  than 
by  this  quotation  from  one  of  our  greatest  states- 
men, William  Jennings  Bryan,  in  an  address  be- 
fore the  National  Educational  Association : 

"Each  individual  finds  his  greatest  security  in 
the  intelligence  and  happiness  of  his  fellows — the 
welfare  of  each  being  the  concern  of  all,  and  he 
should  therefore  exert  himself  to  the  utmost  to 
improve  conditions  for  all  and  to  elevate  the  level 
upon  which  all  stand." 

--      ,.      ^.  .  The  old  text-books  on  civ- 

T earning  Civics  •        •        i.-  i.  v. 

m         1  m    J.  -u     1  ics,  m  which  was  empha- 

Through  Text-books:  •     j  xu  u-  ^ 

^  sized  the  machinery  of  gov- 

ernment, are  of  but  little  value,  as  th^ey  fail  to  in- 
terpret to  the  pupil  the  facts  and  relations  of  his 
own  community  life.  The  newer  books  of  recent 
years  have  the  "socialized"  point  of  view,  and  in 
subject-matter  and  method,  are  approaching 
somewhat  nearer  to  the  needs  of  our  schools.  A 
text-book  that  closes  up  the  hitherto  gap  between 
organized  subject-matter  and  the  daily  life  of  the 
child  is  a  good  text  for  use.  There  is  need  for 
this  type  of  text-book  work  on  civics  and  citizen- 
ship in  the  upper  grades.  Such  a  book  can  well 
be  termed  "Community  Civics,"  with  the  broad 
conception     of    community    as    the    group-life 


Page  Twenty-eight 


throughout  the  state  and  nation.  In  this  text- 
book work  emphasis  should  be  placed  upon  the 
principles  of  government  as  they  have  been  un- 
folded to  the  pupils  in  the  concrete  work  in  which 
they  have  participated  in  the  lower  grades.  Like- 
wise a  study  should  be  made  of  the  ways  in  which 
these  principles  are  applied  by  our  law  makers 
and  administrative  officials  in  serving  the  will  of 
the  people.  Such  a  study  should  have  as  its  ulti- 
mate purpose  an  intelligent  initiative  on  the  part 
of  the  citizens  in  the  co-operative  work  of  the 
government  as  it  pertains  to  human  betterment. 
The  text-book  work  will  secure  such  results  only 
as  it  is  supplemented  and  enriched  with  the  meth- 
ods and  devices  interpreted  and  described  in  the 
foregoing  discussions.  Such  a  course  of  instruc- 
tion and  training  will  produce  a  citizenship  ca- 
pable of  maintaining,  "a  government  of  the  peo- 
ple, by  the  people  and  for  the  people,"  the  dream 
of  our  immortal  Lincoln. 


Page  Twenty -nine 


CIVICS  AND  CITIZENSHIP 

Course  of  Study 


Page  Thirty 


CIVICS  AND  CITIZENSHIP. 

Course  of  Study. 

This  syllabus  is  largely  suggestive  and  it  can  be 
modified  and  enlarged  by  any  resourceful  teacher, 
teacher. 

Primary  Grades. 
First,  Second  and  Third. 

1.  Duties  in  the  home,  school  and  community: 
Kindness,  helpfulness,  industry,  self-respect,  un- 
selfishness and  co-operation,  loyalty,  self-control, 
cleanliness,  punctuality,  honesty,  truthfulness,  so- 
cial courtesies. 

These  virtues  are  taught  in  connection  with  all 
of  the  lessons  and  activities  of  the  school, 

2.  Care  of  life,  health  and  property:  How  to 
avoid  dangerous  animals  and  vehicles,  what  to  do 
in  case  of  accidents,  how  to  keep  well,  the  care  of 
the  eye,  ear  and  throat,  how  to  use  and  protect 
one's  own  and  others'  property. 

These  duties  are  taught  in  connection  with  the 
social  and  legal  regulations  governing  them, 

3.  How  to  play  and  to  be  happy — in  the  group 
games  in  class  and  on  the  playground,  in  the 
home,  in  the  parks,  in  contests,  and  alone  with 
books,  in  garden,  field,  and  woods. 

Emphasis  is  to  be  placed  upon  the  provisions 
made  by  home,  school  and  society  for  play  and  joy, 

4.  How  to  save  and  invest — Tomorrow's  needs, 
the  school  savings  banks,  the  lessons  of  the  school 
garden  and  the  canning  clubs,  the  poultry  yard 
and  the  seed  corn,  the  granary,  the  store-house 
of  the  squirrel  and  the  bee. 

Emphasize  the  many  ways  in  which  society  en- 
courages and  promotes  thrift. 


Page  Thirty-one 


5.  Friendships:  How  to  make  and  keep 
friends,  right  kind  of  friends,  of  people,  animals, 
plants,  books,  pictures,  and  ideals. 

Stories  can  be  used  of  great  friendships  in  his- 
tory, Bible  and  other  literature. 

6.  The  method  of  civics  instruction  in  the  pri- 
mary grades  is  always  concrete  and  centers 
around  the  lessons  and  activities  of  the  class  room, 
the  school,  the  street,  the  highway,  the  parks,  the 
church,  the  hospitals,  libraries,  woods  and  fields. 

These  lessons  create  and  develop  the  life  and 
spirit  of  the  individual  and  the  group. 

7.  Holidays  and  Patriotism:  Thanksgiving, 
Christmas,  Washington's  Birthday,  Lincoln's 
Birthday,  Fourth  of  July,  Decoration  Day. 

These  celebrations  should  consist  of  simple  ex- 
ercises in  which  every  child  can  have  a  part. 

The  aim  should  be  true  patriotism  as  a  result 
of  an  intelligent  appreciation  of  the  unselfish  serv- 
ice of  these  heroes  and  also  an  awakened  desire 
to  do  something  worthy  of  appreciation. 

8.  Reverence:  Of  parents,  self,  friends,  truth, 
beauty,  work,  home,  church  and  God. 

This  spirit  is  the  fruitage  of  all  other  lessons 
properly  taught.  It  is  the  feeling  and  attitude  of 
mind  that  nothing  shall  be  permitted  to  stand  be- 
tween the  individual  and  these  objects  of  rever- 
ence. 

Fourth  Grade. 

1.  Continuation  of  the  lessons  of  the  primary 
grades  in  their  broader  application  to  the  com- 
munity and  the  state. 

2.  The  relation  of  the  home  to  the  community: 
The  right  kind  of  homes,  the  community  institu- 
tions that  the  home  needs,  such  as  the  market, 


Page  Thirty-two 


lighting  system,  telephones,  postal  service,  fire 
departments,  granaries,  flour  mills,  coal  mines, 
lumber  yards,  parks,  hospitals,  police  depart- 
ments, churches,  libraries. 

Theses  should  he  emphasized  as  supplements  to 
the  home  and  as  supported  by  the  co-operative 
work  of  the  homes.  Proper  balance  should  be 
given  to  the  advantages  of  both  rural  and  city 
home  and  community  life.  The  advantages  of  each 
must  overshadow  the  disadvantages. 

3.  Teamwork  in  Class,  Games  and  Clubs: 
Forms  of  pupil  government,  debating  societies, 
athletic  contests,  street  cleaning  brigades,  flag 
drills,  fire  drills. 

In  all  of  this  work  the  emphasis  is  to  be  placed 
upon  the  importance  of  co-operation  in  group  life. 

Fifth  Grade. 

1.  The  City — All  of  its  Activities. 

(1)  Looking  after  health. 

(2)  Inspecting  and  care  of  food. 

(3)  Providing  water. 

(4)  Keeping  the  city  clean  and  beautiful. 

(5)  The  work  of  the  fire  department. 

(6)  The  police  department. 

(7)  The  council  and  the  laws. 

(8)  What  the  city  does  for  the  schools. 

(9)  Providing    recreation    and    amuse- 

ments. 
(10)   How  Children's  Leagues  can  help  in 
such  work. 

2.  The  Country  Community — All  of  its  Activi- 

ties. 

(1)  The  school  and  the  problem  of  con- 

solidation. 

(2)  Making  good  roads. 


Page  Thirty-three 


(3)  Mail  service  and  telephones. 

(4)  How  farmers  are  improving  their 

crops  and  animals. 

(5)  The  problem  of  health  in  the  country. 

(6)  What  the  county  officials  do  for  the 

people. 

(7)  What  country  people  do  for  recrea- 

tion and  pleasure. 

(8)  The  opportunity  and  work  of  the 

country  church. 

(9)  Boys  and  Girls'  Club  work. 

Sixth  Grade. 

1.  The  State  Institutions, 

(1)  The  necessity  for  and  the  different 

kinds  of  schools  and  reformatory 
institutions.  Show  how  these  mean 
good  citizenship. 

(2)  Show  what  the  state  does  through 

taxes. 

(3)  Show  how  the  government  controls 

certain  kinds  of  business  for  the 
good  of  the  people. 

(4)  Show  what  young  citizens  can  do  to 

help  the  state  officials  to  give  the 
people  good  government. 

(5)  Show  what  the  community  can  do 

without  the  state  helping. 

2.  Privileges  and  Duties  of  IndividuMs  in  a 

State, 

(1)  Personal   and  property  rights  and 

duties. 

(2)  Suffrage  rights  and  duties. 

(3)  Educational  rights  and  duties. 

(4)  Military  rights  and  duties. 

(5)  Religious  rights  and  duties. 

(6)  Health  rights  and  duties. 


Page  Thirty-four 


(7)   Leisure  and  amusement  rights  and 
duties. 

Seventh  Grade. 

1.  What  the  national  government  does  for  all 
citizens. 

2.  The  rights  and  duties  of  all  citizens  in  re- 
lation to  national  government. 

3.  How  the  national  government  regulates  her 
relations  with  all  citizens. 

4.  How  each  state  works  with  the  national 
government. 

5.  How  the  government  gets  money. 

6.  Who  are  citizens  of  the  United  States  and 
what  are  their  duties.  How  we  make  citizens  out 
of  foreigners. 

7.  How  business  between  the  states  is  regu- 
lated. 

Eighth  Grade. 
A  good  text  should  be  studied  in  this  grade. 

1.  A  systematic  study  of  the  organization  and 
work  of  the  national,  state,  county  and  city  gov- 
ernments, through  the  several  departments  and 
officers. 

2.  A  study  of  the  ways  in  which  the  govern- 
ment seeks  to  equalize  responsibilities  and  bless- 
ings. 

3.  The  mutual  relation  of  the  United  States 
and  other  governments  should  be  made  significant 
through  a  few  type  studies;  such  as,  immigra- 
tion, commerce,  travel  privileges,  studying  abroad, 
religious  privileges,  intermarriage,  treaties. 


Page  Thirty-five 


REFERNCE  BOOKS  ON  CIVICS  AND 
CITIZENSHIP. 

1.  Town  and  City,  Book  Three,  By  Jewett, 
1906,  Ginn  &  Company. 

This  is  a  most  excellent  little  book  on  commu- 
nity hygiene.  It  is  easily  readable  in  the  interme- 
diate grades. 

2.  Community  Civics,  By  Field  and  Nearing, 
1916,  The  Macmillan  Company. 

This  book  is  especially  designed  to  teach  civics 
in  rural  life.  It  is  adapted  to  the  intermediate 
grades. 

3.  Good  Citizenship,  By  Richman  and  Wallace, 

1908,  American  Book  Company. 

This  is  an  excellent  supplementary  civics 
reader  for  the  intermediate  grades.  It  presents 
in  a  most  interesting  way  the  child's  opportuni- 
ties for  rendering  civic  service. 

4.  The  Young  American,  By  Judson,  1908, 
Charles  E.  Merrill  Co. 

This  is  a  civics  reader  consisting  of  historical 
discussions  of  the  simple  and  vital  principles  of 
government  and  also  containing  many  selections, 
largely  from  American  authors,  to  be  used  as  an 
aid  in  teaching  true  patriotism  and  citizenship. 
It  is  usable  in  the  lower  grammar  grades. 

5.  The  Young  Citizen's  Reader,  By  Reinsch, 

1909,  Sanborn  &  Company. 

The  main  purpose  of  this  little  book  is  to  train 
boys  and  girls  to  notice  and  to  understand  what 
is  going  on  about  them  in  their  town,  state  and 
nation.    It  is  adapted  to  the  grammar  grades. 

6.  Arms  and  the  Boy,  By  Gignilliat,  1916,  The 
Bobbs-Merrill  Company. 


Page  Thirty-six 


This  is  a  fresh,  vigorous,  and  full  presentation 
of  the  ideals  and  methods  of  military  training  in 
schools  and  colleges.  It  is  a  good  book  for  the 
reference  library. 

7.  Socializing  the  Child,  By  Dynes,  1916,  Sil- 
ver, Burdett  &  Company. 

This  is  a  teachers'  guide  for  the  teaching  of  his- 
tory in  the  primary  grades  with  the  aim  of  em- 
phasizing certain  aspects  of  social  education.  It 
has  valuable  suggestions  for  the  first,  second,  and 
third  grades. 

8.  The  Community  and  the  Citizen,  By  Dunn, 
1914,  Heath  &  Company. 

The  theory  of  this  book  is  that  the  object  of 
study  in  civics  instruction  is  not  the  text-book, 
but  the  community  of  which  the  pupil  is  a  mem- 
ber. It  is  one  of  the  best  books  for  the  grammar 
grades. 

9.  Iowa  and  the  Nation,  By  Chandler  and 
Cherny,  1915,  A.  Flannagan  Company. 

As  the  title  suggests,  this  book  is  a  combination 
of  state  and  national  civics.  It  is  modern  in  its 
point  of  view  and  is  adapted  to  the  grammar 
grades. 

10.  Preparing  for  Citizenship,  By  Guitteau, 
1914,  Houghton-Mifflin  Company. 

This  is  an  interesting  and  valuable  book  for  the 
grammar  grades.  It  emphasizes  several  features 
of  the  modern  method  of  teaching  civics.  It  is  a 
grammar  grade  book. 

11.  Essentials  in  Civil  Government,  By  For- 
man,  1909,  American  Book  Company. 

This  book  is  intended  for  the  seventh,  eighth,  or 
ninth  grade,  as  systematic  instruction  in  political 
ideals  and  civic  morality.  Its  style  is  simple  and 
popular. 


Page  Thirty-seven 


12.  Government  in  the  United  States,  By  Gar- 
ner, 1916,  American  Book  Company. 

This  book  is  a  thorough  discussion  of  the  na- 
tional, state  and  local  government  for  grammar 
grade  or  lower  high  school. 

13.  The  Government  of  American  Cities,  By 
Munro,  1912,  The  Macmillan  Company. 

This  volume  is  an  advanced  treatment  of  the 
framework  of  municipal  government.  It  is  an  ex- 
cellent book  for  the  library  of  the  teacher  or  the 
school. 

14.  The  Government  of  European  Cities,  By 
Munro,  The  Macmillan  Company. 

This  volume  presents  a  study  of  the  govern- 
ment of  French,  Prussian,  and  English  cities  in 
comparison  with  the  government  of  American 
cities.  It  is  an  advanced  treatment  desirable  for 
the  library  of  the  teacher  or  the  school. 

15.  How  the  Other  Half  Lives,  By  Riis,  1890, 
Charles  Scribner  &  Sons. 

This  book  describes  life  in  the  tenement  district 
of  New  York.  It  is  a  classic  of  its  kind  and  can 
be  used  to  awaken  an  interest  in  and  a  sympathy 
for  the  less  fortunate  workers  in  the  world. 

16.  The  Making  of  Iowa,  Sabin,  1916,  A.  Flan- 
agan Company. 

The  aim  of  this  little  volume  is  to  awaken  and 
keep  alive  state  patriotism.  It  is  an  excellent  sup- 
plementary reader  for  the  grammar  grades. 

17.  Civil  Government,  By  Flickinger,  1901, 
Heath  &  Company. 

This  is  a  scientific  historical  treatment  of  the 
development  of  government  from  local  up  to  na- 
tional systems.    It  is  a  good  reference  text. 

18.  Form  and  Functions  of  American  Govern- 
ment, By  Reed,  1916,  World  Book  Company. 


Page  Thirty-eight 


This  volume  is  fresh,  interesting  and  modem. 
It  is  a  high  school  text,  but  should  be  in  the  ref- 
erence library  of  teacher  or  school.  Part  VI,  180 
pages  on  The  Functions  of  Government,  is  of 
great  value  for  instruction  in  citizenship. 

19.  History  and  Civil  Government  of  Iowa,  By 
Seerley  and  Parish,  1908,  American  Book  Com- 
pany. 

This  volume  correlates  the  history  and  civics  of 
Iowa.  It  is  valuable  in  the  development  of  state 
patriotism  and  in  the  general  training  for  cit- 
izenship. 

20.  The  Government  of  the  United  States,  By 
Shimmell,  1916,  Charles  E.  Merrill  Company. 

This  is  an  old  style  book  on  the  machinery  of 
government,  suitable  for  reference. 

21.  The  American  City,  By  Harold  S.  Butten- 
heim.  Editor,  Published  monthly  by  the  Civic 
Press,  87  Nassau  Street,  New  York.  Subscrip- 
tion price,  $3  a  year. 

This  periodical  is  always  full  of  valuable  articles 
on  city,  town  and  rural  civic  life.  It  should  be  in 
every  library  for  reference  work. 

22.  Lessons  for  Junior  Citizens,  By  Mary  Hill, 
Ginn  &  Company. 

This  is  a  good  book  for  the  intermediate  grades. 
It  aims  to  develop  an  interest  in  the  government 
and  environment  around  the  school  and  commu- 
nity. 

23.  Boy  Scouts  of  America,  Handbook  for 
Boys,  1916,  200  Fifth  Avenue,  New  York. 

The  work  of  this  organization  is  to  train  the 
boys  of  America  in  good  citizenship.  Every 
teacher  and  school  should  have  this  book. 

24.  Camp  Fire  Girls  Manual,  17  West  Seven- 
teenth Street,  New  York. 


Page  Thirty-nine 


The  purpose  of  this  organization  is  to  "seek 
beauty,  give  service,  pursue  knowledge,  be  trust- 
worthy, hold  on  to  health,  glorify  work,  be  happy." 
It  is  an  excellent  organization  for  school  girls. 

25.  Boys  and  Girls'  Club  Work,  Extension  De- 
partment, State  College,  Ames,  Iowa. 

These  are  excellent  bulletins  for  various  kinds 
of  club  work. 


Page  Forty 


h.h 


-^ 


.*^-  ^ 


liljliiillii 

iiililliilll 


l!ii 


i 
iii 


iiiili 


I  ii 


iili 


iiliiii 

Ii 

iiliii!  lllliii 


Gaylord  Bros. 

Maker* 

Syracuse*   N.  Y. 


YB  ^42 


